This text presents an experience that seeks to privilege the school as a scenario for the construction of diverse identities, in an educational community located in the periphery of the city of Bogotá, Colombia.There, a group of teachers tries to transform the brick walls by a porous and intercultural interweave that allows the circulation and appropriation of historical and daily identity referents.It is a journey through 17 years to re-know ourselves as teachers and apprentices, from our family histories and trajectories of daily life.It describes our pedagogical transformations in the face of the onslaught of violent urbanization on a rural territory, but also of indigenous ancestral settlement.The analysis is centered on our exercise of retaking the ancestral wisdoms as an input, but also the teachings of the people and families that have arrived in this territory, displaced by the violence in Colombia.